Lesson summary on the topic “Soon to school. Lesson summary for the preparatory group for school “Getting to know the school” Topic: school in the preparatory group

Municipal state educational institution "Bolshegalkinskaya secondary school",

preschool group

Organization of continuous direct educational activities with children of the preparatory group

on the topic: “Soon to school”

MKOU "Bolshegalkinskaya Secondary School", preschool group

Explanatory note

The NNOD summary was compiled in accordance with the Program “From Birth to School” edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva, using ICT.

In the process of educational activities, the integration of educational areas (social and communicative development, speech development, cognitive development, physical development) is observed, in accordance with the Federal State Educational Standard.

The presented summary is the author’s development, built in accordance with didactic and general pedagogical principles:

The principle of developmental education (building education in the child’s zone of proximal development)

The principle of continuity (the lesson was built on the basis of previous joint actions of the teacher and children).

The principle of activity (motivation and interest were maintained).

Principle of accessibility (age-appropriate).

The principle of psychological comfort

This development consists of three stages, for each of which clear instructions are given. At the preparatory stage, children are offered the game “Good morning!” where children’s attention is activated and the mood for the upcoming work is given. The appearance of a fairy-tale character (postman Pechkin) suggests options for children's answers, any answers from children are accepted, even the most incredible ones, and we lead to the fact that there is a letter in the envelope.

During educational activities, children demonstrate the ability to maintain a conversation, answer the teacher’s questions, interact with peers, and play out problem situations. During this part of the lesson, the educational process is individualized (minimal assistance, advice, reminders, leading questions, demonstration, additional explanation). In the middle of the lesson there is a physical exercise corresponding to the topic of the lesson. The use of ICT made it possible to interest and attract the attention of children.

In the process of educational activities, the teacher creates conditions for each child to achieve results, the implementation of the person-oriented model is traced. The teacher demonstrates the ability to recognize and accept the personality of each child, take into account their point of view, feelings, emotions, and establish partnerships with children.

Target: improving ideas about sounds and letters, the formation of sound analytical and synthetic activity as a prerequisite for learning to read and write.

Objectives of the priority educational area:

“Speech development”: mastery of speech as a means of communication and culture, enrichment of active vocabulary, development of speech creativity, sound and intonation culture of speech,

Objectives of OO in integration:

“Social and communicative development”: development of communication and interaction of the child with adults and peers, formation of independence, purposefulness and self-regulation of one’s own actions.

"Cognitive development": development of children's interests, curiosity and cognitive motivation, formation of cognitive actions, formation of consciousness, development of imagination and creative activity.

"Physical development": enrichment of motor experience, development of movement coordination, hand-eye coordination, gross and fine motor skills, formation of focus and self-regulation in the motor sphere.

Prerequisites for educational activities: the ability to listen, the ability to ask for help, express gratitude, follow instructions received, complete the work, enter into a discussion, focus on your lesson, correct shortcomings in the work.

Equipment for the teacher: laptop, projector, ball, flower - seven flowers with tasks,

Equipment for children: an envelope with a letter, cards - diagrams and chips of different colors for sound analysis of a word, pictures of fairy-tale characters for each child, cards with sentence diagrams, cards for making sentences, notebooks for each child, a golden key of knowledge.

Introductory part (motivational, preparatory stage)

Contents of NNOD

(There is a knock on the door, the postman Pechkin comes in and hands over an envelope.)

What do you think is in it? (children's answers)- Here's the letter. Shall we read it? (the teacher reads the letter)

Main part (content stage)

Contents of NNOD

Articulation warm-up. "Fence"smile, exposing your closed teeth with tension."Window"open your mouth wide - “hot”, close your mouth - “cold”"Watch"smile, open your mouth, move the tip of your tongue (like a clockwise direction) from one corner of your mouth to the other."Delicious jam"smile, open your mouth, lick your upper lip with a wide, cup-shaped tongue, then the lower lip."Ball"puff out your cheeks, deflate your cheeks.

Fifth petal. You combine two words into one, and pronounce what comes out.-If a stork has long legs, what is it like?-Long-legged stork.-If a catfish has long whiskers, what kind of catfish is it?-Long-whiskered catfish.-If a wolf has sharp teeth, what kind of wolf is it?-Sharp-toothed wolf.-If a horse has fast legs, what kind of horse is it?-Fleet-footed horse.-If a squirrel has a long tail, what kind of squirrel is it?-Long-tailed squirrel.-If a cow has long horns, what kind of cow is it?-Long-horned cow.-If a dog has smooth fur, what kind of dog is it?-Smooth-haired dog.-Well done, guys did it!

Sixth petal. Put the word in order, make a sentence.You came up with sentences with the word "doll". What is the difference between a word and a sentence? (children's answers) -How do you spell the first word in a sentence? (with a capital letter). What comes at the end of a sentence? (dot) What other signs can appear at the end of a sentence? (exclamation, question marks). They orally make proposals based on the proposed model. (3-4 models)Field work with handouts. (Arrange the cards with words in order to make a sentence.) Work in notebooks: make diagrams for sentences. (The morning has come. What a beautiful day! Shall we go to school in the fall?)The work is being checked and conclusions are drawn.

Final part (reflective stage)

Contents of NNOD

Literature.

Gerbova, V.V. Classes on speech development in the senior group of kindergarten. Lesson plans/ V.V. Gerbova. – M.: Mosaic – Synthesis, 2010.

Educational process: planning for every day according to the program “From birth to school” edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva. – M.: Mosaic – Synthesis, 2014.

Internet resources.

1. http:|//nsportal.ru

2. http www.maam.ru

Implementation period: long-term (September – May).

Project type: psychological and pedagogical.

Age of children: preparatory group

Project participants: educators, children of the preparatory group, parents, primary school teacher, educational psychologist, director of the art studio.

Relevance of the project:

Entering school is a new stage in a child’s life. Many children cross the threshold of school with trepidation, anxiety and excitement. After all, their personality began to occupy a more significant social position – that of a schoolchild. This solemn event is sometimes overshadowed by anxiety and fear of the unknown. In order to avoid negative emotions in first-graders and help them adapt to school, information about the school and the way it is presented by parents and kindergarten teachers plays an important role.

A child's attitude towards school is formed before he goes there. Many parents try to create an emotionally attractive image of the school: “You will be an excellent student here,” “You will make new friends,” “Teachers love smart kids like you.” Adults believe that by doing so they are instilling in the child an interested attitude towards school. In reality, a child who is tuned to a joyful, exciting activity, having experienced even minor, negative emotions (resentment, jealousy, envy, annoyance) can lose interest in learning for a long time. The school provides plenty of reasons for such emotions: failures against the backdrop of seeming universal success, difficulties in finding friends among classmates, discrepancies between the teacher’s assessment and the usual parental praise, etc.

Theoretical analysis of pedagogical literature and practice data convinced us of carrying out targeted work to form a positive attitude towards school in children of the preparatory group using a variety of forms and methods of work, through the creation of a subject-development environment, through pedagogical education of parents, and interaction with primary school teachers.

School-oriented projects help to increase the social and cognitive activity of children, and the targeted formation of their integrative qualities necessary for the successful inclusion of children in school life.

Target: to form ideas about school and a positive attitude towards school life.

Tasks:

For children
1. Formation of motivation for learning and interest in the learning process itself
2. Promote the development of creative abilities, cognitive motivation, and intellectual qualities of children;

3. Development of communication skills in interaction with peers and teachers, arbitrariness of behavior;

For teachers:

Formation of social personality traits of a future first-grader necessary for successful adaptation at school;

For parents:

Expanding the range of knowledge about school readiness among parents of preparatory group children

Waitingresult:

Favorable course of the adaptation school period.

Formation of motivational readiness for school in children;

Increasing parental competence in preparing children for school;

Reducing the level of situational anxiety among parents about the upcoming transition of children to school.

Job Analysis:

Diagnostics showed that at the end of the school year, all children had formed an educational and cognitive motive for learning; all children in the group are ready for school . Projective drawing “School” presented the effectiveness of the work carried out to form a positive image of the school in the perception of future first-graders - the motivation of all children acquired an optimal character (educational and cognitive).

Project Implementation Plan

Preparatory stage:

Prepare in the group the necessary material for cognitive and productive activities;

Prepare homework for parents, collect the necessary information and format it;

Help from parents in selecting literature and board and printed games on school topics;

Cooperation with the school library and primary school teachers;

Diagnosis of children at the beginning of the year;

Individual counseling of parents based on the results of diagnostic readiness of children for school.

Main stage

Cognitive development

Teacher's story "The children went to school."

Making riddles, reading proverbs, solving puzzles, crosswords about school.

Teacher's story "The history of the school."

Excursion to the school (attending a lesson, meeting the teacher).

Excursion to the library (exhibition of school-themed books).

Intellectual quiz “We play - we develop” (psychologist).

Participation in the interregional tournament of abilities “RostOK - UnikUm”.

Game exercises with Lull circles.

Didactic games: “Pack a school bag”, “Wonderful bag”, “Confusion”, “Live week”, “What’s extra”, “Add a letter”, “Logic beads”, “Guess where it’s hidden”, “When it happens” ?”, “What first, what next”, etc.

Tabletop-printed: “Battleship”, “Who can reach the goal faster”, “Games with beads”, lotto “Get ready for school”, “Let’s make numbers from counting sticks”, “Find the treasure on the map”, puzzles, mosaics.

Plane modeling games: Tangram, Columbus Egg; chess, checkers.

Speech development

Conversations:

“How is school different from kindergarten”, “What do we know about school”, “Why do we need to study”, “Who teaches children?”, “Soon we will go to school”

Conversation: “How a librarian works,” “What do we know about the library.”

Examination of paintings and illustrations about the school of the past.

“What will my first day of school be like?” (fantasy story)

“Why I want to go to school” (monologue story)

Correctional classes “What kind of school is it?” (psychologist)

Word games: “Radio”, “Travel”, “Chain”, “Guess who is my friend”, “The fourth wheel”, “I know...”, “Telegraph”, “inverted words”, “Who is flying (running, jumps, walks)”, “Remember the words”, “Add a letter”, etc.

Design of an exhibition in the book corner on the topic: “School. School supplies."

Reading fiction (listed below)

Social and communicative development

Plot-role-playing games:

"Kindergarten"

"Shop. School goods"

"Library"

Entertainment: “Meeting with kindergarten graduates.” (Looking at a briefcase, books, notebooks, pencil case, etc.)

Theatrical activities: puppet show “Kolobok”, director’s play “Little Red Riding Hood” (for kids)

Acting out and discussing the situations “School uniform”, “It’s difficult for me!”, “Recess”, “Lesson”.

Handmade “Bookmark for a book” (gifts for 4th grade students), notebooks, textbooks for playing school, forms.

Repair of books for children.

Conversation “People you know and don’t know”, “Safe behavior on the street”, “Rules for handling dangerous objects”.

Didactic games “Dangerous - not dangerous”, “Who is the odd one out”, “Which of these people are your relatives”, “Put the pictures in order”.

Life safety situations “I fell”, “Alone on the street”, “Help numbers”.

Artistic and aesthetic development

Compilation of illustrated books for children “Baby Books”.

Collage: “My future briefcase”

Design of the exhibition of children's drawings “What did you like at school”

Drawing “Pictures for the ABCs”, “Goodbye, kindergarten”, “School”, “Bouquet for the teacher”.

Modeling “Letters”, “Numbers”.

Integrative lesson (artistic, aesthetic, cognitive) “I’m at school.”

Construction: “My School” - building material (by submission)

Planar modeling - compiling scenes from mosaics on a school theme.

Physical development

Games with elements of competition: “Who will get through the hoop to the flag the fastest”, “Whose team will throw more balls into the basket”, “Who will reach the middle first”

Relay games: “Fun Competitions”, “Relay in Pairs”, “Obstacle Course”, “Ball Over Head”, etc.

Conversation: “How to take care of your clothes”, “Food culture is a serious matter”

Reading “Ya. Akim “Neumeyka”, S. Mikhalkov “I Myself”. N. Litvinova “The Kingdom of Cutlery.”

Finger games to develop fine motor skills.

Joint activities of parents and children

• Orientation in space: diagram - route “I’m going to school” (together with parents);
• drawing up a family tree (3 – 5 generations);
• come up with and draw a family coat of arms
• select photographs of parents during their school years, family photographs for children’s portfolios.

Interaction between teachers and families

Parent meeting: “Children’s readiness for school”

Training “My future first-grader”

Articles and consultations in the folder for parents “What a child who is going to school should know.”

Consultation with a psychologist: “Which aspects of school readiness are especially important”, “Advice for parents whose children are preparing for school”

Reading books about school at home with your children.

Workshop for parents “First school difficulties: how to cope with them?” (psychologist)

Making memos:

“Crib sheet for parents of future first-graders.”

"Wise Advice."

Final stage

For children

Exhibition of creative drawings by children “What did you like at school.”

For teachers

Presentation of the project: “We are future schoolchildren” (report on the work done)

Diagnostic drawing “School”

Diagnosis of children at the end of the year.

For parents

Create a children's portfolio.

Manuals and fiction used to implement the project.

1. V. Bardin “Preparing a child for school.”

2. T.N. Doronov “From preschool educational institution to school.”

3. T.B. Anisimova “Preparing a child for school.”

4. Moscow “Enlightenment” “educational literature” 1996 “Children, get ready for school.”

5. S.V. Chirkov “Parent meetings in kindergarten”.

6. S. Soloveichik “Pedagogy for everyone.”

7. Handbook of educational psychologist 1, 2014.

Fiction:

1. N. Nekrasov “Schoolboy”.

2. L. Tolstoy “Filippok”.

3. I. Lystsov “How the notebook was born.”

4. A. Barkov, R. Suryaninov “Where the book came from.”

5. S. Marshak “Yesterday and Today.”

6. M.A. Panfilov "School".

7. A. Barto “First-grader”

8. L. Tolstoy “Stories from the ABC”.

9. B. Zakhoder “This book is sick.”

10. L.Barbas “Who needs an A.”

11. Internet materials (cognitive information), etc.

Illustrative and printed visual material:

1. Selection of subject pictures “School supplies”.

2. Selection of illustrative material on the topic “School. Past and future."

3. Photo materials on the topic “Our graduates”, “Chronicles of a family album”.

4. Paintings by artists:

5. B. Kustodiev. School in Moscow Rus'. 1912.

6. F. Reshetnikov. Two again. 1951.

Organization: Kindergarten No. 295

Locality: Chelyabinsk

Target: development of cognitive processes in preparing children for school.

Tasks:

1. Develop voluntary attention, memory, fine motor skills.
2. Develop children's spatial understanding and perception.
3. Activate and expand children's vocabulary.
4. Develop communication and collaboration skills.

5. Cultivate diligence and perseverance.

Children's age: 6 – 7 years

Lesson duration: 35 -40 minutes

Equipment:

1. Bell
2. Forms for proofreading (for each child)
3. Simple pencils
4. Magnetic board
5. Pictures: sparrow, dove, woodpecker, grasshopper, fox, bee, wolf, ant, swallow
6. Large checkered notebooks

Progress of direct educational activities

"Soon to school"

1. Greeting

Target: establishing contact with children, directing them to complete tasks.

Psychologist: Hello guys. I'm glad to see you all. You are already big

attend a school preparatory group. You will soon be going to school. What do you know about the school? ( children's answers).

Psychologist: Well done! Right! Do you want to play school?

Let's imagine that our group is a class, I will be your teacher, and you will be the students. And just like in a real school, we will have lessons, recess, and a bell.

The psychologist rings the bell and announces the first lesson .

Psychologist: Guys, the bell rings for class. We sit down at our desks.

2. Correction test(Appendix 1)

Target: development of concentration

On each child’s desk there is a form with test material and a simple pencil.

Psychologist: You have different figures drawn on your forms: flowers, apples, mushrooms, leaves, pears. You need, looking line by line, to put a plus in a flower, a minus in an apple, a circle in a leaf, etc. Let's repeat: what do we put in the flowers? And in apples? In leaflets? etc. Grab your pencils and get started with the task.

Psychologist: We're done. Well done! We place pencils and a form on the edge of the table (the psychologist marks the children who managed to complete the task completely)

And now, guys, we will complete the next task. (Children stand on the carpet in a semicircle near the easel)

3. Game "We answer quickly"

Target: development of thinking abilities, attention and spatial perception

Psychologist: Look at and name all the pictures (top row: sparrow, dove, woodpecker. Middle row: grasshopper, fox, bee. Bottom row: wolf, ant, swallow.)

Then, you must answer my questions as quickly as possible. Guys, are you ready? Let's try!

1. What can you call everyone who is drawn in the top row? (birds)
2. Who are more in the pictures – animals or insects? (insects)
3. What three groups can all the pictures be divided into? (birds, animals, insects)
4. Look at the pictures in the third column. What do everyone who is drawn on them have in common? (woodpecker, bee, swallow - all fly).

The bell rings, the psychologist announces recess

Finger gymnastics

Target: development of fine motor skills

Psychologist: Now let's play a little with our fingers.

There is a tower in the clearing (with both hands we show the roof of the house)

The door is locked (closed hands)

Smoke is coming from the chimney (thumb meets each finger,

forming rings)

There is a fence around the tower (fingers spread)

To prevent a thief from getting in (clicks)

Knock - knock - knock - 2 times (fists on palms)

Open (arms spread wide to the side)

I'm your friend! (palms clasped one across the other)

4.Game “Nose – floor – ceiling”(development of attention)

The psychologist reminds the rules of the game. Children follow the commands that the psychologist speaks and shows. Nose - point a finger at the nose, floor - lower your hands down, ceiling - raise your hands up. The psychologist names and carries out all the commands together with the children, but in doing so makes a deliberate mistake. The children’s task is to listen carefully and accurately carry out only those commands that the psychologist calls.

One, two, three, four, five.

Let's start playing!

You guys don't yawn,

And repeat after me.

Do what I say

Not what I’ll show you!

At the end, the bell rings, the children take their places at the tables, and the psychologist announces the second lesson.

5. Work in notebooks(Appendix 2)

Target: development of fine motor skills.

Psychologist: Now you will complete the task in your notebooks.

1. task: perform shading in a given direction.
2. task: complete the picture along the dotted lines. Well done!

6. Exercise “Magic squares”

Target : development of spatial concepts, consolidation of color knowledge

Equipment: magic squares (Appendix 3)

Description: children move their finger along the multi-colored cells and follow the psychologist’s commands, up, down, right, left. Having named several commands, the psychologist asks one of the children to name which cell everyone stopped on.

7. Game: “Find the extra word”

Target : development of logical thinking and speech.

Several groups of words of 4 in each are read to the children. Three of them are united by a common concept, and one is superfluous. It is necessary to exclude it and explain your choice.

Suggested word options:

1. Old, decrepit, small, dilapidated.
2. Brave, angry, daring, daring.
3. Apple, plum, cucumber, pear.
4. Milk, cottage cheese, sour cream, bread.
5. Hour, minute, summer, second.
6. Spoon, plate, pan, bag.
7. Dress, sweater, hat, shirt.
8. Soap, broom, toothpaste, shampoo.
9. Birch, oak, pine, strawberry.
10. Book, TV, radio, tape recorder.
11. tulip, lily, tomato, chamomile, violet.
12. table, chair, carpet, bed, stool.
13. chicken, rooster, eagle, goose, turkey.
14. ice cream, cake, fish, candy, chocolate.
15. river, lake, sea, pond, bridge.
16. poplar, spruce, trunk, maple, oak.
17. Sasha, Vitya, Katya, Petrov, Kolya.
18. doll, ball, jump rope, sand, spinning top.

The bell rings and the psychologist announces recess.

Dynamic pause:

Girls and boys

They bounce like balls.

The ball jumps up.

Who will jump the highest?

Hush, hush, the ball is tired,

The ball stopped bouncing

And he rolled under the desk.

Well, we sit down at the table.

To begin with, you and I

We only turn our heads.

We also rotate the body,

Of course we can do this.

And now we squat,

We understand perfectly well -

We need to strengthen our legs

One-two-three-four-five!

Finally we reached out

Up and to the sides.

We caved in.

Flushed from warming up

And they sat down at their desks again.

The bell rings and the psychologist announces the third lesson.

8. Game “Say the opposite”

Target: development of speech and thinking

Psychologist: I will say a word, and you answer with a word that is opposite in meaning to mine. Words denote attributes of objects. For example, wide- narrow, high - low. Let's continue:

cheerful - sad;fast - slow; empty - full; thin- thick;smart - stupid;hardworking- lazy; heavy - light; cowardly - brave; white- black; dull - sharp; hard - soft;rough - smooth.

Psychologist: Great. Well done! We completed the task.

9 .Exercise: “Complete the row”

Target : continue a series of concepts corresponding to one generalization. Choose at least 3 additional words. In each case, name the generalizing concept.

Instructions: “Table, chair, sofa. What other words can you add here?

How can these words be called in one word?

• table, chair, sofa
• floor lamp, sconce, table lamp
• cottage cheese, cheese, butter
• sausages, sausage, cutlet
• doctor, cook, pilot
• strawberries, cranberries, raspberries
• juice, kefir, compote

Pine, birch, linden

Ship, boat, yacht

Steam locomotive, train, tram

Book, album, notepad

Jasmine, rosehip, lilac

Rain, wind, frost.

10. Game “Verbal analogies”

Target : developing the ability to identify the nature of logical connections and relationships between objects.

The psychologist invites children to think: “What is the connection between the two words “boat” and “summer”?” (They go boating in the summer). For the word “skates” you need to choose a word that will also relate to it in the same way as “summer” relates to the word “boat”. This means the word will be... “winter”. Task options:

1. Horse - foal; cow...(calf).
2. Ear - to hear; teeth... (chew).
3. Cork - float; stone... (sink).
4. Rain - umbrella; frost... (fur coat).
5. School - training; hospital... (treatment).
6. Knife - steel; table... (wood).
7. Bird - nest; person - ... (house).
8. Spit - grass; razor "... (hair).
9. Leg - boot; hand "... (glove).
10. Water - thirst; food - ... (hunger).

The bell rings and the psychologist announces that school is over for the day. .

The bell is ringing again

And the lesson ends.

We all did a great job

And we learned something.

And now it's time to go home

Everyone is tired: oh-oh-oh!

11.Exercise "Quiet Lake"

Target : relaxation and development of imagination.

Equipment: tape recorder; a cassette with a recording of calm music; rugs (according to the number of children).

Description exercises:

The psychologist turns on calm, relaxing music and says: “Lie down in a comfortable position. Stretch out and relax. Now close your eyes and listen to me.

Imagine a wonderful sunny morning. You are near a quiet, beautiful lake. All you can hear is your breathing and the splash of water. The sun is shining brightly and it makes you feel better and better. You feel the sun's rays warming you. You hear the chirping of birds and the chirping of a grasshopper. You are absolutely calm. The sun is shining, the air is clean and transparent. You feel the warmth of the sun with your whole body. You are calm and still, like this quiet morning. You feel calm and happy, you are too lazy to move. Every cell of your body enjoys peace and the warmth of the sun. Are you resting...

Now let's open our eyes. We are back in kindergarten, we had a good rest, we are in a cheerful mood, and pleasant feelings will not leave us throughout the day.”

Lesson reflection:

Target: discussion of the lesson, summing up. (Children stand in a circle on the carpet)

Psychologist: Guys, did you like playing school? ( children's answers).

Psychologist: Which task did you like best?

(Children take turns passing the ball to each other, and everyone tells what they liked about the lesson)

Psychologist: Well done guys! You were very attentive and active today. They answered questions well and completed all tasks perfectly. We learned a lot of interesting things and prepared for school. See you soon!

List of used literature:

1. Belaya, A., Gamazakova, M. 150 tests, games and exercises to prepare children for school. - M.: ACT, 2000.
2. Danilov, I.V. A system of exercises for the development of voluntary cognitive processes in children. - M., 1993.
3. Kataeva, L.I. Correctional and developmental classes in the preparatory group: Lesson notes [Text] / L.I. Kataeva. - M.: 2011.
4. Osipova, A.A. Diagnostics and correction of attention [Text]: Program for children 5-9 years old / A.A. Osipova. - M.: TC Sfera, 2002.- 104 p.
5. Ostankova, Yu.V. System of correctional and developmental classes for preparing children for school [Text] / Yu.V. Ostankova. – M.: Uchitel Publishing House, 2006.
6. Svetlova, E.I. Developing fine motor skills and hand coordination [Text] / E.I. Svetlova. – M.: Eksmo, 2007. - 72 p.
7. Sokolova, Yu.A. Games and tasks for the intellectual development of a 5-6 year old child [Text] / Yu.A. Sokolova. – M.: Eksmo, 2007. - 64 p.
8. Tikhomirova, L.F. Exercises for every day: Logic for preschoolers [Text] / L.F. Tikhomirov. - Yaroslavl: Development Academy, 2000.-256 p.
9. Cheremoshkina, L. V. Development of children's attention. - Yaroslavl: Development Academy, 1997.

Lesson summary for the preparatory school group “Getting to know school”

School is a bright house,
We will study in it.
There we will learn to write,
Add and multiply.
We learn a lot at school:
About your beloved land,
About mountains and oceans,
About continents and countries;
And where do the rivers flow?
And what were the Greeks like?
And what kind of seas are there?
And how the Earth rotates.
The school has workshops...
There are countless interesting things to do!
And the call is fun.
That's what "school" means!
Educator: But in order to go to school, you need to find out what you know you can do. Do you think school is different from kindergarten?
Answers.
Educator: What should you do when you enter the classroom?
Answers.
Educator: That's right, and our guys prepared poems.

Answers.
Educator: How should you behave at school?
Answers.
Educator: Tell us what you know about the school? How do you know when class starts?
Answers.
Educator: And after the lesson, what do the children do?
Answer.
Educator: That's right, they rest during recess. So I suggest you rest a little.

Kristina Trubacheva
Conversation in the preparatory group “Soon to school”

Target: help children adapt within the walls schools.

Material and equipment: Picture "B" school", cards with images of faces in different emotional states, a sheet of paper with a drawn circle, pencils.

Progress of the conversation:

The teacher shows a picture "IN school» .

Asks questions:

What can you call this picture? Give it a name. Why?

Why do you think these kids are going to school, and not to kindergarten?

How to call in one word the children who go to school? (students, schoolchildren, first graders).

What's in schoolchildren in briefcases?

How can you call all these objects in one word?

What time of year do children go to school?

And the word « school» there are related words. ( schoolboy, school, schoolgirl).

How is it different? school from kindergarten?

What do you think in school Are the children friends with each other?

Yes. IN school The children are also friends with each other.

You will find friends there too. And maybe for life.

Why are friends needed? school?

Let's remember the proverbs about friendship:

Not into service, but into friendship.

An old friend is better than two new ones.

Friendship is friendship, but don’t pick your pocket.

Call yourself a friend - help in trouble.

You won't recognize a friend without trouble.

The teacher gives a task:

Say a sentence "I'll go to school» so that it can be clearly heard, it is clearly understood that you are happy about this, you want to go to school.

Now say this sentence so that it is clear what you are asking.

Game "What we are"

Cards depicting several faces in different emotional states. A sheet of paper with a drawn circle (for each child, pencils.

Draw a person with the facial expression you would like to see in your friend.

Publications on the topic:

Summary of OOD in the preparatory group “Soon to school!”“Soon to school!” Goal: Psychological preparation of children for school. Objectives: 1. Development of fine motor skills; 2. Development of cognitive abilities;.

Summary of the parent meeting in the preparatory group “Soon to school” Summary of the parent meeting in the preparatory group “Soon to school” Goal: to create conditions for the inclusion of parents of future first-graders.

Notes in the preparatory school group “We will go to school soon” Notes in the preparatory group for school “We will go to school soon” Program content: Formation of emotionally positive.

Lesson summary for the school preparatory group “Soon to school” Goal: development of sensorimotor skills through didactic games. Objectives: - develop concentration and creative activity; - continue.

Direct educational activities in the preparatory group “Soon to school” Progress of GCD Educator: - Guys, many guests came to our group today. Let's say hello to them. Children: - Hello. Educator:

Open integrated lesson in the preparatory group “Soon to school” Program content: 1) Strengthen children's ability to navigate on a sheet of paper 2) Strengthen the skills of forward and backward counting within limits.

Scenario for the graduation party “GOING TO SCHOOL SOON” in the preparatory group Prepared and conducted by: Teachers of the 1st qualification category: Gordeeva.